Relating Students' Perception of Teacher Academic Support to Teacher Process Data

• In Event: Technology Environments and Aids for Teacher and Peer Support and Relationships

Abstract

We examine teacher use of an online learning system and its relation to students’ perceptions of academic teacher support. The teacher participants in the study teach AP Statistics, and student participants are high school students enrolled in the AP Statistics course (N = 281, Mage =16.8 years old, %Male = 44). The number of instances a teacher accessed the per user stats and detailed results pages were found to be significantly related to academic support. However, teacher was the only variable that had a large effect size based on the partial η2. These findings suggest that teacher interactions with online learning systems are likely associated with students’ perceptions of teacher support, but future research is needed to deepen this understanding.

Authors

• Meghan Coggins, University of Notre Dame

• Teresa M. Ober, University of Notre Dame

• Ying Cheng, University of Notre Dame